A Constructive Development Approach to Assessing Variations within a Community College Population     

Timothy R. Boyer 《Community College Journal of Research & Practice》2013,37(10):781-795

This study utilized a constructive-developmental approach to accomplish 3 purposes: to create a developmental stage profile for a population of students attending a single community college, to analyze variations within and between subpopulations, and to explore the implications for administrators and planners seeking to provide supportive environments for different populations of students. The resulting profile indicated a wide range of variation within the overall population and significant variations between traditional and non-traditional age students. Implications for educational programming and supportive services were identified by using a constructive-developmental approach as an interpretive framework.  相似文献   

Binomial index of model fit: An elaboration     

Isadore Newman  John W. Fraas  Timothy Norfolk 《Structural equation modeling》2013,20(2):155-162

This article is an elaboration on the use of the binomial test of model fit value, which in this article will be referred to as the binomial index of model fit value, to gauge the degree that the data fit a path analytic or structural equation model. In addition, this article responds to the criticisms and comments made by Hsu (this issue), Drezner and Drezner (this issue), and Raykov and Penev (this issue) regarding the use of this approach to measuring the degree of model fit. We appreciate the comments provided by these authors. Their comments have assisted us in clarifying our reason for developing the binomial index of model fit procedure as well as our perception of its use.  相似文献   

Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills     

Timothy W. Curby  Laura L. Brock  Bridget K. Hamre 《Early education and development》2013,24(3):292-309

Research Findings: It is widely acknowledged that consistent, high-quality teacher–student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher–student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher–student interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions.  相似文献   

Work–family conflict,relational turbulence mechanisms,conflict tactics and marital satisfaction*     

Timothy R. Worley  Marina R. Shelton 《Journal of Applied Communication Research》2020,48(2):248-269

ABSTRACT

This study examined how work–family conflict (WFC) is associated with mechanisms of relational turbulence, conflict tactics, and marital satisfaction. Six hundred and thirty-three married workers completed an online survey. Family interference with work and spouses’ work interfering with one’s family predicted greater relational uncertainty and interference from partners, whereas one’s own work interfering with family did not predict these mechanisms of turbulence. All three sources of relational uncertainty, and interference from partners, predicted increased avoidance and distributive tactic use. Facilitation from partners predicted increased use of integrative tactics. Finally, relational uncertainty, interference from partners, and distributive conflict tactics partially mediated the associations of WFC with marital satisfaction.  相似文献   

A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness     

Richard Gregory Cowden  Nicolas Mascret  Timothy Ryan Duckett 《运动与健康科学(英文)》2021,10(1):73

BackgroundResearch on achievement goal orientations in sport has typically relied on the use of variable-centered approaches that tend to overlook population heterogeneity. In this study, we used a person-centered approach to identify subgroups of competitive tennis players according to unique combinations of achievement goal orientations and tested for subgroup differences in motivation and mental toughness.MethodsA sample of 323 competitive tennis athletes (69.35% male) between 15 and 25 years of age (17.60 ± 2.40 years, mean ± SD) completed the 3 × 2 Achievement Goal Questionnaire for Sport, Sport Motivation Scale II, and Mental Toughness Index. Latent profile analysis was used to identify unique combinations of achievement goal orientations. Comparisons between latent subgroups on autonomous motivation, controlled motivation, and mental toughness were performed using analysis of variance.ResultsLatent profile analysis supported 3 distinct patterns of achievement goal profiles that were primarily distinguishable based on valence of competence (i.e., approach vs. avoidance). Analyses of variance indicated that athletes who were classified into subgroups that endorsed approach types of goals (regardless of the types of avoidance goals they endorsed) reported higher levels of autonomous motivation and mental toughness.ConclusionResults indicated that athletes tend to pursue a number of achievement goals collectively rather than in isolation. Although approach goals are more commonly linked to adaptive psychological functioning and positive outcomes, avoidance goals may also be associated with desirable psychological characteristics if they are pursued in conjunction with approach types of achievement goals.  相似文献   

Diversity,Performance, and Satisfaction in Student Group Projects: An Empirical Study     

Schoenecker  Timothy S.  Martell  Kathryn D.  Michlitsch  Joseph F. 《Research in higher education》1997,38(4):479-495

This paper focuses on the effect that diversity has on the performance and satisfaction of student groups in a computer simulation project. Using structural equation modeling, we find evidence to support the contention of previous research that diversity negatively affects group satisfaction. This finding was strongest for undergraduate groups. While the relationship between diversity and performance is inconclusive, groups that are dominated by one person tend to have below average performance.  相似文献   

“We are a United Humanity”: Death,Emotion and Digital Media in the Church of Sweden     

Timothy Hutchings 《广播与电子媒介杂志》2017,61(1):90-107

This article seeks to bring together the study of death, digital media, emotion and religion, using a Christian organization as a case study. The Swedish national church (Svenska kyrkan) has a large but declining membership and uses digital media extensively. We will analyze two of its attempts to respond to grief through media: a hybrid digital-physical technology installation in Swedish cemeteries and a series of posts about death and sadness on Facebook. In both projects, the Church presents emotion as a universal shared experience that unites all humanity, using this discourse to bring together its religious and non-religious audiences.  相似文献   

Compassion in the face of terror: a case study of recognizing suffering,co-creating hope,and developing trust in a would-be school shooting     

Sarah J. Tracy  Timothy P. Huffman 《Communication monographs》2017,84(1):30-53

Current theoretical conceptualizations of compassion say little about communicating compassion to people whose suffering is wrapped in a cloak of anger, threat, resistance, and fear. This article attends directly to this issue by examining the conversational particulars of compassion communicated by school bookkeeper Antoinette Tuff to would-be school shooter Michael Hill. The case serves as the basis for advancing propositions about communicating compassion to unwilling recipients and suggests the importance of careful conversational timing, face-enhancement strategies, convergence/mirroring techniques, co-creating hope, physical presence, and vulnerable self-disclosure. The case extends current conceptualizations of compassion and provides a vivid picture for enacting compassion when sufferers are angry, threatening, or resisting help.  相似文献   

Applying the Own it,Learn it,Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person     

Baird  Timothy D. 《Educational technology research and development : ETR & D》2021,69(1):105-108

This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chance-taking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT.

  相似文献   

The role of social competence in predicting gifted enrollment     

Timothy W. Curby  Kathleen Moritz Rudasill  Sara E. Rimm‐Kaufman  Timothy R. Konold 《Psychology in the schools》2008,45(8):729-744

The purpose of this study is to examine how children's starting level and development of social competence (i.e., task orientation and peer sociability) during kindergarten and first grade predict gifted program enrollment by third grade, even after considering children's cognitive ability. A second purpose is to examine the extent to which the relationship between children's social competence and gifted program enrollment differs depending on children's socioeconomic status (SES), ethnicity, and gender. Latent growth curve analyses conducted on 347 children revealed that students enrolled in gifted programming were not only those high in cognitive ability, but also those showing early task orientation. Neither peer sociability's initial status nor growth was a significant predictor of gifted enrollment. Multigroup comparisons demonstrated different predictive paths for higher versus lower SES groups. Implications are discussed including important questions raised by this study and the need for teacher training in the identification of giftedness. © 2008 Wiley Periodicals, Inc.  相似文献